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NUR 6325 Family Primary Care I Fall Semester 2021 Course Information

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NUR 6325 Family Primary Care I Fall Semester 2021 Course Information NUR 6325 Family Primary Care I Fall Semester 2021 Department of Nursing Instructor: Avis Johnson-Smith, DNP, APRN, FNP-BC, CPNP-PC, CPMHS, CNS, FAANP Email: [email protected] Phone: 229-431-2030 Office: Virtual Office Hours: By Appointment. If you have a question and an email response would suffice, then simply let me know this when you contact me. Time Zone: All due dates and times in this syllabus are Central Standard Time (CST) Course Information Course Description The course focus is on the transition from RN to Family Nurse Practitioner in the diagnosis and management of common acute and chronic conditions across the lifespan in a primary care setting. As a provider of family-centered care emphasis is placed on health promotion, risk reduction and evidence- based management of common symptoms and problems. Nursing’s unique contribution to patient care and collaboration with other health care professionals is emphasized. Course Credits Three semester credit hours (3-0-0) This course meets completely online using Blackboard as the delivery method Prerequisite / Co-requisite Courses NUR 6201, 6318, 6323, 6324, 6331, NUR 6327 Prerequisite Skills Accessing internet web sites, use of ASU Library resources, and proficiency with Microsoft Word and/or PowerPoint are expectations of the program name. Computer access requirements are further delineated in the graduate Handbook. Tutorials for ASU Library and for Blackboard are available through RamPort. The ASU Graduate Nursing Student Handbook1 should be reviewed before taking this course. Program Outcomes Upon completion of the program of study for the MSN Program, the graduate will be prepared to: 1. Integrate nursing and related sciences into the delivery of advanced nursing care to diverse populations. 2. Apply organizational and systems leadership skills. 3. Design and implement quality improvement initiatives 4. Integrate best research evidence to improve health outcomes. 5. Utilize informatics, healthcare technology and information systems. 6. Advocate through system level policy development. 7. Employ effective communication in inter-professional teams 8. Synthesize the impact of health determinants for provision of culturally relevant health promotion/disease prevention strategies. 9. Practice at the level of a master’s prepared nurse Student Learning Outcomes Student Learning Outcome Assessment(s) or Mapping Mapping Mapping to By completing all course activity(ies) to MSN to MSN NLN Educator requirements, students will validating outcome Program Essentials Competencies be able to: achievement: Outcomes • Students will 1, 9 1.1, PI 2,3 1. Analyze work through 1.2, 9.6, pathophysiological case studies. 9.7 processes and symptoms • Students will associated with common listen to Grand primary care illnesses Round lectures on that occur across the various disease lifespan. topics from across the United States. 2. Demonstrate cultural • Students will 8, 9 8.3, 8.4, IP 4.C sensitivity when include 9.13 providing care for cultural patients and their families considerations when developing patient treatment plans. • Students will complete a cultural competence module. 3. Incorporate evidence- • Students will 4, 9 4.5, 9.2 QC 1 based guidelines when review current developing a plan of care evidence- based to treat acute and chronic treatment illnesses. guidelines and develop plans of care based on those guidelines. 4. Collaborate with other • Students will 5, 7 5.5, 7.2 TIL 1 healthcare professional utilize APPS and utilize health care when providing technology to maximize patient care/ health promotion education. services/health care • Students will change in patients across have an the lifespan. opportunity to “ask a clinician” about various topics. Course Delivery This is an online course offering. The course will be delivered via the Blackboard Learning Management System. The course site can be accessed at ASU's Blackboard Learning Management System2 Required Texts and Materials Hollier, A. (2016). Family and adult-gero nurse practitioner certification questions (3rd ed.). Advanced Practice Education Associates ISBN: 9781892418234 Paperback Hollier, A. (2018). Clinical guidelines in primary care (4th ed.). Advanced Practice Education Associates ISBN 978-1-892418-25-8 Spiral Richardson, B. (2018). Pediatric primary care (4th ed.). Jones & Bartlett ISBN 978-1284149425 Spiral Wolff, K., Johnson, R. A., Saavedra, K. D., & Roh, E. (2017). Fitzpatrick’s color atlas And synopsis of clinical dermatology (8th ed.). McGraw-Hill ISBN 978-1-259-64219-7 Paperback Recommended Texts and Materials N/A Technology Requirements To participate in one of ASU’s distance education programs, you need this technology: • A computer capable of running Windows 7 or later, or Mac OSX 10.8 or later • The latest version of one of these web browsers: internet Explorer, Firefox, or Safari • Microsoft Office Suite or a compatible Open Office Suite • Adobe Acrobat Reader • High Speed Internet Access • Ethernet adapter cable required (wireless connections can drop during tests and Collaborate sessions) • Webcam Refer to Angelo State University’s Online Education3 website for further technology requirements. Topic Outline Modules Module 1: Week 1 – Culture and Diversity; Health Promotion and Maintenance Module 1: Weeks 2 and 3 - Dermatology Module 1: Weeks 4 and 5 – EENT Module 2: Weeks 6 and 7 – Respiratory Module 2: Weeks 8 and 9 – Cardiac Module 2: Week 10 – Gastrointestinal Module 3: Week 11 – Gastrointestinal Module 3: Weeks 12 and 13 – Musculoskeletal Module 3: Weeks 14 and 15 – Endocrine Module 3: Week 16 – Wrap-up Communication Faculty will respond to email and/or telephone messages within 36 hours during working hours Monday through Friday. Weekend messages may not be returned until Monday. Written communication via email: All private communication will be done exclusively through your ASU email address. Check frequently for announcements and policy changes. In your emails to faculty, include the course name and section number in your subject line. Virtual communication: Office hours and/or advising may be done with the assistance of the telephone or Collaborate. “Netiquette” Guidelines • Check the discussion frequently and respond appropriately and on subject. Focus on one subject per message and use pertinent subject titles. • Capitalize words only to highlight a point or for titles. Otherwise, capitalizing is generally viewed as SHOUTING! • Be professional and careful with your online interaction. Proper address for faculty is by formal title such as Dr. or Ms./Mr. Jones unless invited by faculty to use a less formal approach. Cite all quotes, references, and sources. • When posting a long message, it is generally considered courteous to warn readers at the beginning of the message that it is a lengthy post. • Be sure to get consent before forwarding someone else's messages. It is extremely rude to forward someone else's messages without their permission. • It is acceptable to use humor but use it carefully. The absence of face-to-face cues can cause humor to be misinterpreted as criticism or flaming (angry, antagonistic criticism). Feel free to use emoticons such as J or :) to let others know you are being humorous. • (The above "netiquette" guidelines were adapted from Arlene H. Rinald's article, The Net User Guidelines and Netiquette, Florida Atlantic University, 1994, available from Netcom.) Grading Evaluation and Grades The table below contains the assessments employed and how they will be graded in this course. Assessment Percent Clinical Linked Assignment 15% Discussion Board Activities 25% Tests – 4 Equally Weighted 60% Grading System Course grades will be dependent upon completing course requirements and meeting the student learning outcomes. The following grading scale is in use for this course: A = 90-100 B = 80-89 C = 70-79 F = < 70 All grades to include final course grade, assignments, and exams are not rounded up to the nearest whole number. Teaching Strategies Students are expected to be “active learners.” It is a basic assumption of the instructor that students will be involved (beyond the materials and lectures presented in the course) discovering, processing, and applying the course information using peer-review journal articles, researching additional information and examples on the Internet, and discussing course material and clinical experiences with their peers. Examples of learning strategies used in this course include, but are not limited to case studies, discussion board activities, clinical linked assignments, lectures, PPT presentations, Webcasts. Assignment and Activity Descriptions *Please note: Rubrics for all assignments and activities are located at the end of this syllabus. Discussion Board Activities (Graded Forums and Clinical Linked Assignments): Discussion Board Activities and Clinical Linked Assignments are practical application activities designed to strengthen a student’s critical thinking and clinical reasoning skills. Through the use of Discussion Board Activities and Clinical Linked Assignments, students are given the opportunity to synthesize and process information in order to acquire new knowledge, reinforce current knowledge, and/or reinterpret existing knowledge. In addition, Discussion Board Activities and Clinical Linked Assignments afford students the opportunity to express thoughts and ideas that corroborate and/or challenge current findings, and meaningfully engage the ideas, opinions, and thoughts of others in a healthy and productive
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